阅读是英语学习中非常重要的一部分，然而在现实的阅读教学中，教学模式大都是教师布置阅读任务，学生个人独立阅读，教师提供阅读答案的教师主导教学；虽然是篇章阅读，教学的重点却更多地聚焦于文章中出现的字、词、句的理解，学习过程是教师为主导的单向被动学习。由于缺乏生生之间的互动，英语阅读课成为安静的做题课。长此以往，学生对阅读的理解只是应付答题，关注点只是停留在语言层面。由于缺乏对文章的背景知识、作者的真实写作意图以及主题理念等相关知识的深入扩展和理解，涉及篇章阅读的题成为难题。基于这种情况，很多研究提出了“阅读圈”这种模式，在阅读圈中，学生不只关注字词句的理解，而在阅读圈不同角色的引领下，进行主动探索性地学习，走近读者，并联系自己的实际与作者对话交谈，从而深入理解作品。并且，每个人在自主阅读的基础上，与阅读圈小组进行交流分享，碰撞出思想的火花。除了阅读层面，语言也有了更多复现于同伴听说讨论的机会。通过阅读圈的参与，同学们不仅对语言有了更深入的学习和掌握，对阅读内容也有了更全面的理解，还学会了如何倾听他人，如何更好地与他人交流，形成了生动的以学生为主体的英语课堂。

本研究采用行动研究这种方式探讨阅读圈对民族中学初中英语教学的影响。本研究的研究问题为：（1）阅读圈是否能提高民族初中生的英语阅读兴趣？（2）阅读圈是否能提高民族初中生的英语阅读能力？本研究的研究对象为初三（11）民族班的50名学生，共进行了两轮行动研究，一轮为期两个月。第一轮行动研究中阅读圈角色为最原始的六个角色，即单词大师（Word Master）、篇章解读者（Passage Person）、阅读组长（Discussion Leader）、总结概括者（Summarizer）、实际生活联结者（Connector）和文化连接者（Culture Collector）,第二轮在第一轮的基础上稍微做了修改，舍去了文化连接者（Culture Collector）,但教师在阅读圈过程中对有涉及的中西文化会对学生进行讲解；新添了思维导图者（Mind Mapper）和翻译者（Translator），思维导图者可使学生以更加生动形象的方式梳理文章内容，翻译者可使学生对文章长难句进行理解。本研究采用了质性和量性相结合的数据收集和分析方法。质性数据包括随机抽样的7名学生的半结构式访谈，本研究者的反思日志和阅读圈活动开展时的课堂观察。量性数据有行动研究前后两次的问卷调查，两次学校组织的期末考试和三次阶段性阅读小测试。

通过数据分析发现：阅读圈能提高民族初中生的英语阅读兴趣和阅读能力，具体而言，通过行动研究，学生对英语阅读的兴趣从62%上升到72%；行动研究前后学生的期末测试阅读平均成绩由10.4进步到18；在三次阶段性阅读测试中，学生的阅读平均成绩一次比一次高，由7.69进步到12.82再到13.22；综合各类阅读题型，发现三次测试中学生的细节理解题得分率远远高于其他题型，推理判断题和书面表达每次考试中得分持续增加并且幅度较大。通过问卷调查发现，行动研究前有54%的学生喜欢独自阅读的方式，行动研究后50%的学生喜欢和小组一起阅读。喜欢和他人讨论读过的内容的学生由44%增加到66%。另外，通过访谈，反思日志和课堂观察发现，越来越多的学生对英语感兴趣了，比较自信了，也有学习的动力了。在小组讨论时能认真地聆听他人意见并发表自己的见解，在阅读文章时能自己主动思考了。

      本研究进一步证实了阅读圈的有效性，尤其在学生英语基础薄弱的民族中学阅读圈在提高学生的英语阅读兴趣、阅读水平和改善阅读行为方面有积极的作用，希望能为奋战于其他民族中学的广大教师提供可借鉴的经验与方法，以期提高学生的英语阅读兴趣与能力。

Reading is a very important part of English learning, but in the reality of reading teaching, most of the teaching is teacher-led mode that teachers assign reading tasks, students read independently, and teachers provide reading answers; although it is text reading, the emphasis of teaching focuses more on the understanding of words, phrases and sentences in the article, and the learning process is one-way passive learning led by teachers. Due to the lack of interaction between students, English reading classes become quiet exercise classes. In the long term, students’ understanding of English reading is to deal with exercises, their focus only stay at the language level. Due to the lack of deep expansion and understanding of the background knowledge of the article, the writer’s real writing intention, the theme and other relevant knowledge, the problems related to text reading become difficult. Based on this situation, many studies put forward the model of “Reading Circles”, in which students not only pay attention to the understanding of words and sentences, but also, under the guidance of different roles in the Reading Circles, students actively explore the reading text, approach and communicate with the writer by recalling personal experiences, thus have a deeper understanding of the text. In addition, on the basis of independent reading, everyone communicates and shares with the reading circles group, and sparks of ideas are generated. Besides reading level, language also has more opportunities to be repeated in peer listening, speaking and discussing. Through reading circles activities, students not only have a deeper learning and grasp of the language and a more comprehensive understanding of the reading content, but learn how to listen to others and communicate with others better, which forms a vivid English class that takes students as the main body.

The study uses the method of Action Research to explore the influence of Reading Circles on English reading teaching of Ethnic Middle School. The research questions of this study are: (1) Can Reading Circles improve ethnic middle school students’ interest in English reading? (2) Can Reading Circles improve ethnic middle school students’ English reading ability? The object of this study is 50 students from an ethnic class in Grade Nine in Middle School. A total of two rounds of action research were conducted, each round lasted two months. In the first round of action research, the roles of the reading circles are the original six roles, namely, Word Master, Passage Person, Discussion Leader, Summarizer, Connector and Culture Collector. In the second round, the roles of Reading Circles are slightly modified on the basis of the first round. The Culture Collector was deleted, but the teacher would explain related culture knowledge of the passage to students during the reading circles activities, and a Mind Mapper and Translator were added, Mind Mapper could make students understand the passage in a more lively and vivid way, Translator could make students understand long and difficult sentences in the passage. This study adopts qualitative and quantitative data collection and analysis methods. Qualitative data included semi-structured interviews with a random sample of 7 students, teacher reflection logs, and classroom observations during reading circles activities. The quantitative data included two questionnaires before and after the action research, two final examinations organized by the school and three staged reading quizzes.

Through data analysis, it is found that Reading Circles can improve middle school students’ reading interest and grades. Specifically, through action research, students’ interest in English reading increases from 62% to 72%; Average reading scores improved from 10.4 to 18 before and after the action research; during three staged reading quizzes, students’ average reading score is higher each time, from 7.69 to 12.82 to 13.22;through at various types of reading questions, it is found that the scores of questions of details were much higher than any other question types, the scores of questions of reference and written expression increased continuously and greatly each time. According to the questionnaire survey, there are 54% students like reading alone before the Action Research, after the Action Research, 50% students like reading with their groups, and the number of students who like discussing the reading content with others increased from 44% to 66%. In addition, through the interview, reflection logs and classroom observations, it is found that more and more students became interested in English, became more confident and have the motivation to study. In the group discussion, the students could listen to others carefully and express their own opinions, and think actively while reading.

      This study further confirmed the effectiveness of Reading Circles, especially in the weak foundation of the ethnic middle school, reading circles has a positive effect on improving students’ English reading interest, reading level and reading behaviors. It is hoped that it can provide reference experience and methods for the majority of teachers in other ethnic middle schools, in order to improve students’ reading interest and ability.